The Practical Research Of Breaking Through Teaching Difficulties Of Junior Middle School Physics By Using Visualization Teaching

It is one of the basic concepts for the compulsory education stage of physics course that “come to physics form life and to society from physics.”To achieve it, teaching should comply with the cognitive characteristics of students, also excite and maintain their interest of learning. In actual teaching, however, there are lots of factors that hinder the development of learning interest, especially the difficulty teaching points. So it is necessary to break through it in teaching process.How to break through the physics difficulty teaching points in junior middle school is the main point that scholars and teachers have been exploring continuously. The aim of this paper is to explore how to break through the physics difficulty teaching points in junior middle school by using visualization teaching skills and to verify its factions in junior middle school teaching and also to provide a basis for further research, try to form an effective visualization teaching procession for breaking through the difficulty teaching points. The significance of this paper is to break through physics difficulty teaching points in junior middle school by using visual teaching skills and improve the students' interest in learning physics, and also promote the students' mastery of knowledge, in order to improve the learning efficiency and the development of higher-order thinking of students.The focus of this paper is teaching process design which used the visualization teaching to break through physics difficulty teaching points in middle school. First of all, it defined the concept of visualization, visualization teaching and visualization teaching difficulties; On the basis of visualization teaching and present situation of the breakthrough in the junior middle school physics teaching. It used questionnaire surveys, interview, case analysis etc. Based on the classroom teaching practice, combined with brain science theory, constructivism theory, cognitive development theory, humanism theory, to make an initial exploration of teaching process which used visualization teaching to break through the physics difficulty teaching points in junior middle school and determination process of the difficulties in the visualization teaching.Do the study of education practice about the effect by using visual teaching breakthrough difficulties of teaching in junior middle school physics. Choose two parallel classes' students who were in the same level in Grade 8 in an ordinary middle school as the research objects for the study of practice teaching of a semester. Set the two parallel classes as the experimental group and the control group, and give out the questionnaires, to see the changes of learning interest of students before and after implementation of visualization teaching; And then conduct a Physics test to the two groups of students, put the first unit test scores as a pretest scores, and the school's final exam scores as test scores; Conduct a data statistical analysis by Excel software and SPSS16.0 software.Research conclusions: Before and after the practice teaching, there are no obvious changes of learning interest for students in control group, while the experimental group students have a significantly higher improvement of learning interest. At the same time, the two groups of students who are at the comparative basic learning level, after a semester's study, the experimental group students' academic performance are significantly better than the control group students'. In the teaching, using of visualization teaching to break through difficulties of teaching in junior middle school physics teaching has improved the students' interest in learning physics, promoted the students' mastery of knowledge, and then raised the students' academic performance. This practice research has verified the basic hypothesis which was created before the experiment, and preliminarily demonstrated that using of visualization teaching to break through difficulties in junior middle school physics teaching which is the proposed in the research is effective and feasible.Finally, it reflected on the whole research process, to find the shortage and offer some references for the further practice research.